IB Psych 111317 Turn in Nothing Take out
IB Psych 11/13/17 Turn in: ØNothing Take out : ØPlanner ØDevice Today’s Learning Objectives: Any and all Learning Outcomes Today’s Agenda: Ø The IA Ø Background & Intro HW: Ø Planning Guide (Tues) Ø Background/I nfo (Friday: EOC)
Internal assessment Basics • Report according to IB guidelines • Maximum 1500 words (SL) • SL: a simple experiment • Ethical considerations (informed consent) • Use past tense rd • Use 3 person • ABSOLUTELY NO PDF FILES WILL BE ACCEPTED! I WILL DELETE!
Ethical considerations • Non-human animals must not be used • No deception • No harm done to participants (physical or psychological) • Briefing • Debriefing • Right to withdraw • Confidentiality • Informed consent • Children: parental consent
Consent form: “Sample” Consent Form. · I have been informed about the nature of the experiment · and I understand that I have the right to withdraw from the experiment at any time, that any information/data about me will remain confidential · My anonymity will be protected as my name will not be identifiable. · The experiment will be conducted so that I will not be demeaned in any way. · I will be debriefed at the end, and have the opportunity to find out the results. I give my informed consent to participating in this experiment NAME and date______________________ Contact number_______________________
Components of the Internal Assessment (IA) 1. Title page 2. Abstract 3. Table of contents 4. Introduction: Background literature and justification of your own research 5. Aim of study 6. Method consists of 4 sections 7. Designs – consider strengths and limitations in each design 8. IV and DV 9. Selection of participants 10. Procedure 11. Discussion of results 12. References 13. Appendices
Title page • Information about the student –Name and number –Subject and level –Date of submission –Word count Title John Jacob Jingleheirmerschmidt 007 Psychology SL 1/6/18 1500 An experiment to investigat the effect of imagery on recall
Abstract Right after the title page and before the table of contents. It is a summary of important information about the study including: • The aim of the study • Procedure • Results of study • Conclusion The abstract should not exceed 200 words – and is not included in the overall word count.
Tips for writing better introductions
Introductions Write as complete a summary of the original study as possible – including the results. According to most ib examiners—this is a common reason many IAs receive lower marks. It sets up your entire IA.
Introductions Write as complete a summary of the original study as possible – including the results. discussion students willthe be asked to It. Inisthe not necessary to find original compare their results to the original. study (yet Steen HIGHLY If there is not a clear statement of findings recommends), but any summary that in the introduction it becomes nearly is found must enough detail impossible to earninclude marks for the comparison to writeinathe good introduction. discussion.
Introductions—SL Expectations The study replicated is clearly identified and relevant details of the study are explained. The aim of the student’s study is clearly stated.
Introductions Outline theory upon which the study is based.
Introductions Outline theory upon which the study is based. As part of the introduction, it is important to identify and describe theory upon which the study is based. If students are replicating Loftus & Palmer (1974) , there should be a short discussion of schema theory and the role of post-event information.
Introductions Use a funnel-down approach, ending with the study to be replicated.
Introductions Use a funnel-down approach, ending with the study to be replicated. It needs to be absolutely explicit which study is being replicated. The recommended format is a funnel down approach which starts with the more general information - in this case, theory (i. e. schema) upon which it is based - and then working your way down to the study to be replicated. This avoids any kind of confusion with regard to the study to be replicated.
Introductions Use a funnel-down approach, ending with the study to be replicated. Clarity is essential. . . It needs to be absolutely explicit which study is being replicated.
Introductions Use a funnel-down approach, ending with the study to be replicated. The recommended format is a funnel down approach which starts with the more general information [in the case of Loftus & Palmer (1974)], theory (i. e. schema) upon which it is based
Introductions Use a funnel-down approach, ending with the study to be replicated. then working your way down to the study to be replicated--(i. e. Loftus & Palmer (1974)) This avoids any kind of confusion with regard to the study to be replicated.
A funnel? ? ? Just an idea, NOT an examplar. . . --Schema theory has been the subject of blah, blah. . . and it is defined by blah, blabbidy-blah. . . --Loftus and Palmer were setting out to find what processes might be taking place when subjects x, y, and z. . . --The results of their work could be summarized in the following way. . . --Based on their work other studies have been conducted that have yielded similar results, validating the original aim: “Ta da!” --We will replicate that original experiment with the aim of determining if IV manipulation could produce a desired DV.
Introductions Explain why this research is relevant to the target population and worthy of study. Do you remember the “so what” from LA/SS thesis statements? ? ? It is important that the aim is justified. Why is this important in the target population that you are studying? This helps to justify the research and also focuses on the population which is being investigated.
Introductions HL: Make sure that all three studies are based on theory that is the underpinning of the study to be replicated.
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